Set Your Intentions #9

When a flower does not bloom, you fix the environment in which it grows, not the flower.    -Alexander Den Heijer

To Where It Is Headed

I love this quote (and artwork by Hugh MacLeod).  It is such a challenge, though.  It is a challenge, to me, because  the puck--Education--is always changing, adapting, evolving, moving.  Or at least it should be and needs to be.  Now more than ever we need to be forward moving with laser vision and not grounded in the past.  Another challenge this presents is that it requires caring, thoughtful leadership to inspire/motivate everyone to be headed in that direction and it beckons collaboration and teamwork from everyone.  (Here is a very good post by Lyn Hilt called The Care Effect).

Can we honestly say we are adapting and evolving with focused purpose and passion?  Can we say we are moving in a direction that is driven by what is best for young people and based on good pedagogy?  Are we changing with the times and using all the best of what's available?

We can see where the puck is heading, but often can only make a hypothesis as to the trajectory and pace. Think about it—we are preparing kids for a future which we have no idea what it will be like.  Usually we prepare them for our past. We need to stop teaching and living and leading like that.

Let’s make an effort to go where the puck is headed, and not where it is now.  What are your thoughts?

Fail Harder

Are you prepared for things to not work?

Fail Harder.

Are you willing to put yourself out there?

Take the chance to Fail Harder.

Wieden + Kennedy is an advertising agency that used 100,000 push-pin tacks to create an art installation in their offices. Check out this short video of it being made:  Fail Harder.

Pablo Picasso knew something about failing harder when he stated, I am always doing that which I cannot do, in order that I may learn how to do it.


Carol Dweck knows it, too, and said,
Failure is important to understand because success involves repeated setbacks. If you don't know how to welcome failure, grapple with it and ultimately overcome it, you're not going to develop your potential to the fullest.

Students need to integrate a mistake or setback as not failure. Rather, just a step closer to realizing the attainment of a task, goal, or dream.  We all need to look through a different lens so as to not perceive a setback or mistake as a failure.

Creativity is a Habit-Forming Autonomous Verb

I think that the mind in its purest functioning pursuit is creative. This is something we all possess and have free access to, but is not always encouraged and held up to the light.  Hard to believe, but true.

This slide created by Bill Ferriter gets to the very heart of it:

Why is it, do you think, that creativity is related to as a bad habit?  Is it due to not providing enough time to allow it to breathe and find its rhythm?  Is it the by-the-book curriculum? Is it the structure of a school day? Is it the people within the school?  Justin Tarte tweeted, We want students to be autonomous learners who are taking control of their learning. To me, this is most apt to happen when students have ample opportunity for exploration and ownership of creating.  This takes a substantial amount of time and time seems to be a commodity that is being whittled away. Still, in some places there are educators who are devoted to making it come to life and I'd like to hear from them.  Please share with all of us your role in how it is being cultivated.

Krissy Venosdale wrote this about how, at times, our good intentions are less then mindful in the way we relate to students:

You need to read this. I said to. Do this first. Follow this pattern. This is the way to do it. Here is the right way. Sit still. Complete the front side. Number your paper. Do as I say. Raise your hand before speaking. Put your name at the top. I give this a 95%. Follow the classroom rules. Be engaged. Keep your eyes on your page. Choose A, B, or C. I talk, you learn. You’re following my lesson plan. My classroom.

Little words. Tiny phrases. Together? They create fences that keep our kids in one safe spot where learning and exploring become all about what we say to do. Fences that keep kids from learning. (Here is her entire post, Learning Because The Gates Are Wide Open).

Krissy puts forth a timely example of how we can be a wet blanket to creativity and autonomous learning. What are your daily practices that do not fence in students?  Let us call it Free Range Learning. Again, I'd be grateful to hear from you.

Milton Glaser says this about his creative philosophy:

There's no such thing as a creative type.  As if creative people can just show up and make stuff.  As if it were just that easy. I think people need to be reminded that creativity is a verb, a very time consuming verb. It's about taking an idea in your head, and transforming that idea into something real. And that's going to be a long and difficult process. If you're doing it right, it's going to feel like work.

Consider a time when you had a moment from which sprang a perfect idea-- an a-ha moment. It came seemingly and suddenly out of nowhere. An epiphany. Chances are, you were probably taking a nap, driving your car, waiting at the airport, or in the shower. Some place like that. Milton Glaser had one such moment in a taxi and this is what he sketched on an envelope. That sketch led to this iconic design. Those magical moments of insight only take place after lots of tireless effort and concerted thought.  It just does not happen in a single moment.  Persistence and perseverance always precede it. 

To me, his philosophy speaks to the path along which
one journeys and not the end product itself.  In school, how can we set the stage for students so these bursts of insight can happen organically? How can we shift the perception so that creativity is viewed as an admirable, expected habit?  Please comment.  I'd like to hear from you.

Summer Reading Bundle for Educators: Keep Reading, Continue Learning

It has been quite a while since my last bundle of books.  So, with Summer upon us here are the latest books to get you reading.

My Professional Choice is Raising a Sensory Smart Child by Lindsey Biel and Nancy Peske. If you are a school counselor then this is a must read.  Sensory Processing Disorder can vary so much from person to person.  Proprioceptive.  Vestibular. Sensory Registration.  Sensory Defensiveness.  And on and on.  These kids are in every school and it has been my experience that we are not proactively accommodating and advocating for them with fidelity.  It is my opinion that the school counselor is the go-to person for this type of information and needs to have a strong reservoir of knowledge from which to draw and collaborate effectively with the school community.  This book is a wonderful resource and will make a significant difference in enhancing your awareness and understanding.  (And this book, too-- The Out of Sync Child-- Recognizing and Coping with Sensory Processing Disorder  by Carol Kranowitz).

Every summer I make an effort to read authors that I probably should have read, but never got around to it.  With the recent death of Ray Bradbury, I decided for my Personal Choice to read a couple of his--Dandelion Wine and Fahrenheit 451.  I just started Dandelion Wine and it is a magically wonderful tribute to childhood summers.  Read this and it will set your mind right for the entire summer.

My Kid Lit pick this time around is This Plus That: Life's Little Equations by Amy Krouse Rosenthal.  This author looks at things we see each and every day and turns them into something fresh and vibrant.  And always with a little bit wonder and a smidgen of whimsy. Click here for a book trailer.   I read this book as part of a classroom lesson and then asked the students to create their own equations.  Here are a few:  Problem + School Counselor = Solution, Good Book + Free Time = Great Adventure, and Hard Work + Determination = Goal Accomplished. Give it a try with your students.  I guarantee you will be showered with creativity and original thinking.

As always, over to the left are the links to these books-- Books To Inspire.

Enjoy. Keep reading.  Keep learning.

The Learning Shoe

My friend, Stephen Hurley, over at Teaching Out Loud put out this fun, thought-provoking post about what type of shoe most represents your style of teaching. I briefly commented, but thought it deserved a post all of its own. So here it is.

Hiking boots most represent my style as a counselor educator.

They are good for Exploring. There is a lot to see, experience, and learn out there in the world… and it is usually off the beaten path. For me, there is nothing like getting out to nature to ratchet up self-discovery, as well as the discovery of what life has to offer. I’ve discussed in the past the importance of being comfortable with feeling uncomfortable. Making oneself vulnerable is OK. Taking acceptable risks definitely gets one out of a well-worn rut and can be growth-producing. Hiking boots allow you to put yourself out there and be open to that sort of experience. With a bit of effort there are opportunities and possibilities there for the taking.

They are also durable, reliable, steady…. made for the long haul. Hiking boots are usually not swift of foot, but built to get you through the tough moments. They are meant to get messy, scuffed-up, and dirty. Hiking boots provide Support to get you up the tough climbs and down the steep descents, too. Life and learning is a lot like this.

A good hike in this type of shoe cleanses the palette of the mind and puts things in perspective for objective and meaningful Understanding. Sometimes learning can be confounding. Sometimes we need to reframe our thought process. From confusion comes the A-ha moments. My preferred shoe of choice for educating does just that.

Exploration. Support. Understanding. Effort. This is my approach to teaching.

I just may need to start wearing hiking boots to school!

But what about you? What is the shoe to represent your style of teaching? (By the way, Stephen’s are Hush Puppies).

Learning Is A Leap Of Faith

This short video piece is so awesome I can't help but smile.  Maybe you've seen it.  It's this girl about to ski jump for the first time. She is at the top peering down trying to talk herself through this scary, uncertain moment.

Think about it.  Significant practice and effort led her to this precipice.  Now, here she is.... Can she do it?  Will she do it?  What is holding her back?  What will allow her to go through with the experience?

Watch this: As she says, Here goes something, I guess.

Did you notice the voices in the background of the people teaching and coaching her through this leap of faith?  Encouraging, not hollering.  Patiently talking her through the jump. Totally supportive of her endeavor at this place and in this moment. To me it is beautiful to behold.

For the past few years I have engaged in a lot of thought and discussion about getting comfortable with feeling uncomfortable, the growth mindset, and the process of learning.  To me and my way of thinking, this video encapsulates that:  being flexible and fluid rather than rigid and stuck; being open and willing to take that step into the unknown, as well as nurturing and being fully present for someone.

Hopefully, we have all had such moments.  The first (and only) time I went scuba diving was one. Watching my kids ride a bike for the first time was another.  The moment college algebra equations finally clicked was yet another. How about you?  What leap of faith learning experiences have you encountered?

I believe we all need to hoot and holler (like the girl in the video) over our accomplishments! Let me hear you!

Unexpected, Yet Perfect

Several years ago I was teaching a lesson to a class.  It was a disaster.  At least that was my initial assessment. The class was off-task in every way.  If I remember correctly it was snowing outside and we were preparing for an early dismissal.

I was exasperated and my patience box was empty.  I recall giving my “I’m disappointed in you” speech and instructing the class to be silent for the remaining five minutes.  To coin a phrase, it was one of those days.

The following week when I had that class again several hands were immediately raised.  When called upon, a student requested if they could do what they did last week.  I was perplexed.  What could this student possibly be referring to?  Last week was something I wanted to move on from.  However, in an effort to learn from the previous lesson, I asked what was it that we did which was so enjoyable.  The response was unexpected, yet perfect.  The student told me he wanted to sit absolutely still.  When probed further, other students echoed this sentiment.  “Yeah, it was relaxing” and “It gave me a chance to think about my day” and “I like listening to my own breath.”  How cool is that!?

Essentially, they were asking to be in the moment; fully present and engaged.  Not distracted.  Not impulsive.  Not off task.  From then on I have incorporated that type of activity into many lessons.  It teaches them to be more aware of themselves and how they are connecting to the process of learning.

After that I found something called, The Kid's Yoga Deck.  It includes easy to use strategies which promote concentration and focus.  I have also found that these exercises help kids to pay attention to how their body responds to stressful situations.  It is empowering for young people to be attuned to their mind and body.
What unexpected, yet perfect outcomes have you experienced in your own life?

I Have Anger Issues With Anger Issues - Part 2: Emotionally Speaking

In the last post I voiced my concern over 'anger issues'.  I believe that it is an over-used catch phrase.  I have found that we expect kids to be able to act a certain way just because someone tells them they should know better.  Or, that a school has rules and students should know right from wrong-- or face the consequences.  Like it just magically happens.

Here is what I think:  Behavior concerns are a lot like Academic concerns.  There is either a skill deficit or something going on with skill fluency.  With academics, we usually provide the supports necessary to remediate and help the student along.  When dealing with behavior which stems from emotions the whole tangled ball is quite a challenge. 

Here is what I try to do to help kids as well as collaborate with Teachers and Parents:

Be Aware
Learn to recognize the signs of your anger.  Anger is an emotional signal that warns something is wrong and needs to be addressed.

Positive Emotional Expression
It is okay to have angry emotions.  Some kids are taught that anger is bad.  That is not true.  It all pivots on the manner in which it is conveyed. Take responsibility for your actions and emotions.  Blaming will not help.  In fact, it will probably escalate the situation.  Use "I" statements to help claim ownership of the situation.  (Here is an example from The Responsive Classroom).

Healthy Strategies
Our students need help with this.  This includes practiced repitition, encouraging feedback, and nuanced refinement. There are some things that sound easy to do- like counting to 10 and taking deep breaths- but are really, really difficult to actually do during the heat of the moment.  These things seem to help some folks, so give it a whirl and see how it works for you.  If those don't seem to help try removing yourself from the situation.  Give yourself a Mantra.  Go do something you enjoy.  Talk to someone you trust.  Draw. Go run in the gym.  Shoot hoops. (I am not a big fan of hitting a pillow, or anything like that.  Instead, squish clay or kneed dough).

There are lots of resources out there which can be of great help to you as you help the young  people in your life.  Explore.  Try new things.  Find what works for you.  Here are a few ideas:  Angry Animals 2 board game, free Feeleez feelings coloring sheets, Managing Your Anger: What's Behind It? poster, Howard B. Wigglebottom animated book, and book reviews by Roxanne at Books That Heal Kids on Anger. What books, games, activities do you like to put to use?  Please share.

One last thing. This is important.  All these strategies and interventions are good. What I think is most essential, though, is to carve out your own thought process/belief system/philosophy that works personally for you in regards to how the process of change occurs.  It is all about taking a situation from where it currently is and helping it evolve to where you aspire to be.  This is a slow, gradual process.  Here is an old post which lays out The Process Of Change for me.  What do you hang your hat on when it comes to Shifting Yourself?

Get Your Collaboreyes On!

This is simple.  This is brilliant.  I love this. 

Check out  Collaboreyes.

Collaboreyes is a global project to help students see the world through new lenses.

Just have/help the student(s) take a photo of self at their favorite place, write about it, and post it to the Collaboreyes site.  Nothing to it. (Of course, get your Collaboreyes Lenses first). 

So far, students from China, Oregon, Illinois, and California are a few who have participated in this global project. 

Do this with your son, daughter, grandchild, student, or anyone.  Get your Collaboreyes on and just do it. 

Three Easy Steps!

At a training I attended for Critical Incident Stress Management the presenter suggested to do these three things for most every situation and you will not go wrong:

             1.  Do not panic.


             2.  Assess the situation.


             3.  Do the obvious.

Since that time I always try to incorporate this into my daily life; both professionally and personally.  I think I have integrated the process into my being so that it just flows without even thinking about it.  It just happens.

What simple, yet effective strategies work for you in maintaining composure while helping others during highly stressful incidents?

Life is Simple

We visited my Dad yesterday.  After saying hellos and settling in, he asked me which way we came.  (We could have taken the Turnpike, the expressway, or the back roads).  Before I could respond, my daughter answered, "Through the front door, Grandpa".

Of course.  The front door.  What other way is there to come?  It is so obvious.

Here's my point.  Life is simple.  Sometimes we overthink a situation and complicate things more than need be.

With regards to education, what is your Front Door story?

A New School Year: What's It Mean To You

A child is not a vase to be filled, but a fire to be lit.
                                                                                                        ~Francois Rabelais

A new school year is upon us.  What sort of meaning does that conjure up for you?

For me, it is to be witness to that moment when a student (or anyone, for that matter) "gets it".  Whether it be learning to read, when a math concept finally clicks, riding a bike for the first time, proudly creating a work of art, or finding a "good-fit" friend.

It is the precise point in time when motivation and confidence and continued effort embrace.  Aha!  The flame is ignited.

It is beautiful to behold.